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Relationships
Resource Kit
Healthy Relationships Resource Kit
Table of Contents
Introduction 3
Contacts 4
References/Sources 83
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Healthy Relationships Resource Kit
Introduction
Healthy Relationships take time to get right! This resource focuses on
developing positive relationships with friends, family members, neighbours & any
other people you may encounter in your life. The kit contains interactive activities
that encourage children & youth to discuss the key elements that help make a
healthy relationship.
Some of the activities included in this Resource Kit were adapted from the
Healthy Relationships Resource Kit Eastern Health, Health Promotion Division
(2010).
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Healthy Relationships Resource Kit
Contacts
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Healthy Relationships Resource Kit
8 Dilemma Cards
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Healthy Relationships Resource Kit
SECTION 1:
Activities for
Kindergarten to Grade 3
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Healthy Relationships Resource Kit
Friendship Circle
Have children sit in a circle. Ask each child to tell you something about kindness
(e.g. what they think it is, an example of a kind act or a kind thought, something
they do that is kind or something they might do in the future). The intent is to get
the children to think about kindness and highlight that it is part of their everyday
activities. Ask how kindness makes people feel. How do they feel when they are
kind and when others are kind to them? It would be helpful to have a second
person to flip chart responses as you can then leave the lists for posting in the
classroom as a reminder.
Note: You may use the props in the kit to support this activity.
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Healthy Relationships Resource Kit
Detailed Instructions
Use the charades cards provided in the kit to have the children act out
the kindness activities on the cards. There may be complete sentences on
the cards to explain the activity. The facilitator may have to help and point out
the actual picture activity for the child.
The children will take turns picking a charades card from the pack of
cards and acting out the action on the card chosen. The other children
will need to guess what activity is being acted out. See appendix A for
some suggestions as to how you might divide participants into small groups.
After each activity is acted out and guessed you should ask the children
how it made them feel to do something kind and how it might have felt
to have something kind done for them. You may choose to wait until the
end of the game to do this. End the activity by pointing out that acts of
kindness make everyone feel better.
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Healthy Relationships Resource Kit
Charades Props
Cards
1. Empty juice bottle
1. Give your teacher an apple 2. Ball
2. Play a game with a classmate 3. Box of crayons
3. Share your crayons 4. Small broom
4. Make a birthday card for a 5. Tin of food
classmate 6. Plastic flowers
5. Hold the door 7. Rolling pin
6. Carry a friends school bag 8. Book
7. Tie someone’s shoes 9. Grocery bag
8. Share your umbrella 10. Plastic apple
9. Give someone a hug
10. Surprise a family member with
breakfast in bed
11. Fly a kite with someone
12. Carry someone’s groceries
13. Rake your neighbors yard
14. Shovel someone’s driveway
15. Help a friend build a snowman
16. Help mom bake cookies
17. Call a friend
18. Take turns
19. Recycle
20. Clean up your school yard
21. Give your bus driver a thank
you card
22. Give old clothes away
23. Donate food during food drives
24. Pick flowers for someone
25. Help clean up
26. Read a book to a younger
student
27. Share old books
28. Make a bookmark for a friend
29. Water plants
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Healthy Relationships Resource Kit
Fantasticat Fantasticat
Fantasticat Fantasticat
Fantasticat Fantasticat
Fantasticat Fantasticat
Fantasticat Fantasticat
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Healthy Relationships Resource Kit
Fantasticat Fantasticat
Fantasticat Fantasticat
Fantasticat Fantasticat
Fantasticat Fantasticat
Fantasticat Fantasticat
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Healthy Relationships Resource Kit
Fantasticat Fantasticat
Fantasticat Fantasticat
Fantasticat Fantasticat
Fantasticat Fantasticat
Fantasticat
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Healthy Relationships Resource Kit
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Charades of Kindness
Water plants.
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Healthy Relationships Resource Kit
Friendship Chain
Give children strips of construction paper. Have everyone decorate and write the
name of a friend on the strips. Let children take turns adding their strips to the
chain. Display the chain in the classroom. Keep a supply of construction paper
on hand and invite the children to continue adding strips to the class friendship
chain.
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Healthy Relationships Resource Kit
Friendship Wreath
Make one big friendship wreath for the bulletin board or break up into groups of 5
or 6 to make smaller take home wreaths
Materials:
construction paper
scissors
pencils
markers
pencil crayons
glue
Directions:
You might want to take 5 minutes of circle time before starting the craft to talk
about friendship. Let the kids finish the sentence "I like friends who..." to give
them inspiration for their handprints.
At the end of the craft you can have circle time again to talk about what the
children decided they liked in a friend. Talk about the importance of having
those qualities -- ex: if you like friends who smile a lot then you should try to
smile a lot too.
Group Wreath:
Have the children pair up and trace each other's hand on a piece of
construction paper (let them pick their favorite color) with a pencil.
Cut out the handprints (may require adult assistance).
Have the children print their name on each of their handprints and draw a
picture or print a sentence about friendship on each of their handprints.
Have the children take their finished handprint to the leader.
Glue the handprints together in a circle (to make a wreath) -- the leader can
do this or you can let the children attach theirs to the wreath.
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Healthy Relationships Resource Kit
SECTION 2:
Activities for
Grade 4 to Grade 12
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Healthy Relationships Resource Kit
A Circle of Respect
With students sitting in a circle, introduce the concept of respect as part of
healthy relationships. You might also mention the importance of respecting the
environment in which we live. Recycling is an example of environmental
respect….
Have each student contribute an idea about respect (e.g. what it means to them,
an example of a respectful behaviour, talk about how it feels to be respected,
how they show respect to friends and family, how teachers show respect to
students etc). If students cannot think of ideas you may need to provide some
prompts by asking questions about their behaviour and experiences. As with the
Circle of Kindness the responses can be flip charted (students can help with this)
and left with the class or group as a reminder of the activity. Students could also
be encouraged to create a poster or drawing to show their interpretation of
respect.
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Healthy Relationships Resource Kit
Ad for a Friend
Overview
This is a small group activity where groups are instructed to use their creativity in
developing an “Advertisement for a Friend”. You will need to divide the
participants into small groups (5-6 participants per group would work well).
Groups can be selected in any number of ways.
Encourage students to think about the qualities they would like a new friend to
have and how those qualities would contribute to the development of a healthy
relationship. Acknowledge that not everyone values the same qualities in a friend
so groups may have very different ideas. Encourage individuals within a group to
come to an agreement about the qualities while noting the qualities there was
disagreement about. Groups can be encouraged to be creative in the
development of the ad. They might simply write it and read it out to the larger
group. Some groups might use a poster or act out a scenario as in a TV
commercial. As the facilitator you might assign different approaches to each
group to keep things interesting. Explore why some people value different
qualities when appropriate in the larger group discussion.
You can provide a list of qualities (attached) or at least have it available if groups
have trouble coming up with ideas.
Detailed Instructions
Introduce the activity to the class or group. You can read the description
below (this handout can be distributed to participants for easy reference) or
use your own words to describe the activity.
Note: You may want to brainstorm qualities with the whole group instead of
having each individual participant complete a list. The large group might be
more effective with younger groups.
Participant Handout:
A list of qualities of a friend will be created using large group or individual
brainstorming. You will be assigned to a small group to develop an advertisement
for a friend. Discuss your ideas within your small group and come to an
agreement on the five most important qualities. If there is disagreement make
note of this but you need agreement to include the quality in the ad. Once you
have agreed on the qualities you will include, develop the ad and a creative way
to present back to the larger group so that it is entertaining or interesting to your
classmates. Finally think about how those qualities would contribute to the
development of a healthy relationship and have someone in the group present
that information to the rest of the class. Be prepared to give reasons for your
decisions about the five most important qualities. You will have about 30 minutes
to do all of this.
Option 1: Have each participant take 2 minutes to create their list of friendship
qualities.
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Healthy Relationships Resource Kit
Option 2: Have the whole group brainstorm a list of qualities, set a goal of listing
10 or 15 qualities.
Option 3: If time is short you may want to hand out the attached list.
Divide participants into small groups using a method you are comfortable with.
Provide the leader with the participant handout and a time frame for the
discussion depending on the time you have available. Leave 15 minutes or so
for the large group discussion after the small group activity.
As the groups work through the discussion you as the facilitator will circulate
the room to encourage people to stay on task. Check in with each group when
the allotted time is half used. Give a two minute warning to encourage groups
to finish up their discussion in the allotted time.
Have the groups take turns sharing their Advertisement with the larger group.
After all groups have presented their Ad ask a question to each group about
how they made the decision to include those qualities. Explore how participants
see these qualities as contributing to healthy relationships. Note the similarities
and differences in the qualities and the ads. Note that respect for differences of
opinions and ideas is part of respect and healthy relationships. Ensure that
you provide some positive comment to each group. You may want to
comment on the respectful work required by participants in developing the
advertisement.
Thank participants for the opportunity to work with them on this matter.
Encourage them to note these positive qualities in their friends and to
compliment each other occasionally! If there is time you could explore ideas for
building on this activity in future sessions. The participants might come up with
some ideas. You might suggest creating a poster of the common qualities to
post in the classroom to remind everyone of the importance of friendship. Each
group could create a poster in another session. Individuals might be interested
in doing some more research on the subject and presenting to the class. You
might mention the internet survey about friendship which is attached. The class
could do a similar survey in the school.
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Ad for a Friend - List of Friendship Qualities (edit for relevant age group)
Honest Pleasant or Cheerful
Kind Fun to be with
Caring Supportive
Fair Helpful
Compassionate Loyal
Assertive Trustworthy
Easy going Dependable
Respectful Has good boundaries
Common interests Respectable/Respectful
Good Listener Intelligent
Ad for a Friend - Participant Handout
A list of qualities of a friend will be created using large group or individual
brainstorming. You are assigned to a small group to develop an advertisement
for a friend. Discuss your ideas within your small group and come to an
agreement on the five most important qualities. If there is disagreement make
note of this but you need agreement to include the quality in the ad. Once you
have agreed on the qualities you will include, develop the ad and a creative way
to present back to the larger group so that it is entertaining and interesting to
your classmates.
Finally think about how these qualities would contribute to the development of a
healthy relationship and have someone in the group present that information to
the rest of the class. Be prepared to give reasons for your decisions about the
five most important qualities. You will have 30 minutes to do all of this.
Ad for a Friend - Friendship Survey
Some interesting statistics from an internet survey with 500 people responding to
the question asking people to choose the 3 qualities they viewed as most important
in a friend. Most participants were American and female.
Top Qualities:
Honesty 264
Trust/truthful 200
Loyalty 90
Sense of Humor 87
Caring 74
Fun 60
Love 57
Understanding 45
Good Listener 43
Kind 4
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Healthy Relationships Resource Kit
While it is good to give and receive all types of compliments, the ones that have
the greatest impact are those that emphasize a person’s ability or good qualities.
Provide the girls with examples of these types of compliments.
Write each girl’s name on a separate card and place the cards in a bag or box.
Ask each girl to select one card. Ensure that no one has her own name. The
participants will do two things for the person whose name is on the card they
have selected. First, each girl is asked to write a compliment for the person
whose name is on the card she has chosen (e.g., “You are funny”). Tell the girls
not to write superficial or “surface” comments (e.g., “I like your hair”), but rather
ones that capture the person’s abilities or qualities.
Second, using the materials provided, each participant will create a healing
bracelet for the same girl. Distribute: Colour Meanings to help them choose
colours for each others’ bracelets (bearing in mind that the qualities represented
by a given colour may vary between cultural contexts and groups). Once this is
completed, the card and the bracelet are placed in an envelope with the girl’s
name on it and given to her to keep.
After the activity, have a brief discussion about why it is important to be able to
accept a compliment.
Adapted from Girls Talk: An anti-stigma program for young women to promote
understanding of and awareness about depression.
Copyright © 2009 Centre for Addiction and Mental Health www.camh.net
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Healthy Relationships Resource Kit
Colour Meanings
Red: Pleasure, desire, vitality, will to win, love of sports and the survival instinct.
The “warm” colours red, orange and yellow are considered stimulating colours.
Blue: Freedom, strength and new beginnings. Blue skies mean optimism and
better opportunities. Blue is cooling and relaxing. Blue symbolizes water, the
source of life. Agricultural people have traditionally worshipped water in the form
of rivers, clouds, mist and rain.
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Healthy Relationships Resource Kit
Dilemma
Description: To give each member of a group a chance to voice their
opinion on topics related to dating.
Directions:
1. Divide the class into groups of 4 and give each group a set of dilemma
cards.
2. Each person chooses a card and, in turn, reads it aloud.
3. Each person gets to give an uninterrupted opinion before the rest of the
group may join the discussion.
4. After all of the topics have been discussed, discuss a few of the topics as a
class.
5. Ask students how it felt to give an uninterrupted opinion. Ask if they get to do
that often. Who do they feel interrupts them the most (parents, friends,
siblings)?
6. Why is it important that people be allowed to express themselves without
interruption? Why do people interrupt? What does that say to the person
being interrupted? Discuss.
Adapted from Just for the Health of It! Health Curriculum Activities, The Centre for Applied
Research in Education. www.phdirect.com.
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Healthy Relationships Resource Kit
Dilemma Cards
Dilemma: Dilemma:
What if your best friend had an What would you do if your best
STI and asked you not to tell friend’s boyfriend of girlfriend was
anyone, but then started dating cheating on him or her?
another good friend of yours?
Dilemma: Dilemma:
What would you consider What would you do if a best
“the perfect date”? friend has just broken up with a
boyfriend/girlfriend and that
former steady now asked you
out?
Dilemma: Dilemma:
What would you do if you didn’t What would you do if you found a
approve of your son’s or condom in your son’s back
daughter’s boyfriend or girlfriend? pocket when washing his jeans?
Dilemma: Dilemma:
What would you do if you found What would you do if your date
birth control pills in your talked to someone else all night
daughter’s purse while cleaning while at a party with you?
her room?
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Healthy Relationships Resource Kit
Directions:
1. Cut the Pressure Cards apart and pass them out to volunteers (Laminate the
cards if desired).
2. Choose one of the volunteers and assign him or her a partner of the opposite
sex.
3. In front of the class, have the person with the card attempt to pressure the
partner using the “line” written on the card.
4. After each situation is acted out, discuss the “line” and ask what might be the
best response.
5. Other questions for discussion”
Do you think it is more difficult for a guy to refuse a girl or vice versa?
Why?
Do you think guys would refuse girls? Why or why not?
What are some reasons a young person might want to wait before having
sex?
Adapted from Just for the Health of It! Health Curriculum Activities, The Centre for Applied
Research in Education. www.phdirect.com.
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Healthy Relationships Resource Kit
Pressure Cards
Adapted from Just for the Health of It! Health Curriculum Activities, The Centre for Applied
Research in Education. www.phdirect.com.
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Healthy Relationships Resource Kit
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Healthy Relationships Resource Kit
The hall teacher asks you to stop The teacher says, “please turn in
running in the hall. your homework.”
In the lunch line, you ask for the The bus driver asks you to sit
lunch staff to give you some down
French Fries. on the bus.
Another student makes fun of your You ask for the mustard in the
new hair cut. cafeteria.
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Healthy Relationships Resource Kit
A student tries to get you to fight Your mother asks you to clean up
on the playground. your room.
Your teacher asks you to run an A friend wants you to keep talking
errand. to him when the teacher is talking.
Your father tells you to pick up the Your principal gives you a note to
trash in the yard. take to your teacher.
You need help from the teacher Your teacher gives you extra
with your math. homework.
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Healthy Relationships Resource Kit
Instructions:
Divide participants into groups and share the Friendship Scenario Cards
evenly among the groups.
Put the RED, YELLOW, GREEN poster headings on the wall.
Instruct the groups to read the cards and decide which colour best represents
each scenario.
Have teams put them on the wall under the corresponding colour heading
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Healthy Relationships Resource Kit
Adapted from Changes In Me: A Resource For Educators On Puberty And Adolescent
Development Peel Health Department: Healthy Sexuality Program – Contact Health Line Peel @
905-799-7700
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Healthy Relationships Resource Kit
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Healthy Relationships Resource Kit
Adapted from Changes In Me: A Resource For Educators On Puberty And Adolescent
DevelopmentPeel Health Department: Healthy Sexuality Program –Contact Health Line Peel @
905-799-7700
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Healthy Relationships Resource Kit
SECTION 3:
Activities for
Youth to Adult
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Healthy Relationships Resource Kit
How many of the following attitudes and behaviours are present in your
relationships?
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Healthy Relationships Resource Kit
Materials:
2 Heading Cards (Healthy Relationships/Unhealthy Relationships)
32 Characteristics of a Healthy or Unhealthy Relationship Cards
Instructions:
Have teams put each characteristic on the wall under the corresponding
heading.
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Healthy Relationships Resource Kit
Healthy
Relationships
Unhealthy
Relationships
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Healthy Relationships Resource Kit
Makes all the decisions about Tries to keep the other from
what the two of you do having a job or furthering
his/her education
Has ever threatened to hurt the Pressures the other for sex, or
other or commit suicide if they makes sex hurt or feel
leave humiliating
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Healthy Relationships Resource Kit
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Healthy Relationships Resource Kit
Have fun together more often Has ever grabbed, pushed, hit,
than not or physically hurt the other
Always treat each other with Tells the other how to dress
respect
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Unhealthy Relationships
Word Search
T Z U O Q U R O D Q F R U S T R A T E D
D C W T X W Y F U E V Q Y S A D N E S S
K W K A P H Y V X U S G F Z O K E W V N
E I Q C Y H N B P L U U U M L D L K C M
M R K G W U Z E E S Y M F S W I A N I J
L H N L A T M X W H O K N I O I I H U U
Z S L G Q F J N E Q A Y O K G C S E X Q
U M R L A L A G E Z O U D A F M Y B Y Y
C O Y D Q G A L O N N D S U N C H G V A
U O G L G Z B T J A F E L T W A P M D U
U A N U V A W X N I Q P E K E D N T L R
B E G T T N T R S E D P I F D D N G E T
K K V I R L N O A R M A I N S E C U R E
Z R R P K O L T B U Q R J J E N R J D Y
Y R U X W A L U T P B T J K P T P I E E
I M U B T Q M L Z Q Z D J E R U G W S C
Y N K E P D K B E W P E O M G X W J U Z
T L D U Z O V P B D O S N U L V Q B B A
V P L A N O I T O M E U W X Y J Q K A T
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Healthy Relationships Resource Kit
Have people sit in a circle. Ask each person to tell you something about kindness
(e.g. what they think it is, an example of a kind act or a kind thought, something
they do that is kind or something they might do in the future). The intent is to get
the people to think about kindness and highlight that it is part of their everyday
activities. Ask how kindness makes people feel. How do they feel when they are
kind and when others are kind to them? It would be helpful to have a second
person to flip chart responses.
Note: You may use the props in the kit to support this activity.
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Have each person contribute an idea about respect (e.g. what it means to them,
an example of a respectful behaviour, talk about how it feels to be respected,
how they show respect to friends and family, how teachers show respect to
students etc). If people cannot think of ideas you may need to provide some
prompts by asking questions about their behaviour and experiences. The
responses can be flip charted.
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Healthy Relationships Resource Kit
Ad for a…
Friend/Partner/Co-Worker/Family Member
Overview
This is a small group activity where groups are instructed to use their creativity in
developing an “Advertisement for a…”. Choose to develop an ad for a friend,
partner, co-worker or family member. You will need to divide the participants into
small groups (5-6 participants per group would work well). Groups can be
selected in any number of ways.
Encourage people to think about the qualities they would like a new
to have and how those qualities would contribute to the development of a healthy
relationship. Acknowledge that not everyone values the same qualities so groups
may have very different ideas. Encourage individuals within a group to come to
an agreement about the qualities while noting the qualities there was
disagreement about. Groups can be encouraged to be creative in the
development of the ad. They might simply write it and read it out to the larger
group. Some groups might use a poster or act out a scenario as in a TV
commercial. As the facilitator you might assign different approaches to each
group to keep things interesting. Explore why some people value different
qualities when appropriate in the larger group discussion.
You can provide a list of qualities (attached) or at least have it available if groups
have trouble coming up with ideas.
Detailed Instructions
Introduce the activity to the group. You can read the description below (this
handout can be distributed to participants for easy reference) or use your own
words to describe the activity.
Note: You may want to brainstorm qualities with the whole group instead of
having each individual participant complete a list. The large group might be
more effective with younger groups.
Participant Handout:
A list of qualities of a will be created using large group or individual
brainstorming. You will be assigned to a small group to develop an advertisement
for a . Discuss your ideas within your small group and come to an
agreement on the five most important qualities. If there is disagreement make
note of this but you need agreement to include the quality in the ad. Once you
have agreed on the qualities you will include, develop the ad and a creative way
to present back to the larger group so that it is entertaining or interesting. Finally
think about how those qualities would contribute to the development of a healthy
relationship and have someone in the group present that information. Be
prepared to give reasons for your decisions about the five most important
qualities. You will have about 30 minutes to do all of this.
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Healthy Relationships Resource Kit
Option 1: Have each participant take 2 minutes to create their list of qualities.
Option 2: Have the whole group brainstorm a list of qualities, set a goal of listing
10 or 15 qualities.
Option 3: If time is short you may want to hand out the attached list.
Divide participants into small groups using a method you are comfortable with.
Provide the leader with the participant handout and a time frame for the
discussion depending on the time you have available. Leave 15 minutes or so
for the large group discussion after the small group activity.
As the groups work through the discussion you as the facilitator will circulate
the room to encourage people to stay on task. Check in with each group when
the allotted time is half used. Give a two minute warning to encourage groups
to finish up their discussion in the allotted time.
Have the groups take turns sharing their Advertisement with the larger group.
After all groups have presented their Ad ask a question to each group about
how they made the decision to include those qualities. Explore how participants
see these qualities as contributing to healthy relationships. Note the similarities
and differences in the qualities and the ads. Note that respect for differences of
opinions and ideas is part of respect and healthy relationships. Ensure that
you provide some positive comment to each group. You may want to
comment on the respectful work required by participants in developing the
advertisement.
Thank participants for the opportunity to work with them. Encourage them to
note these positive qualities in their and to compliment each other
occasionally! If there is time you could explore ideas for building on this activity
in future sessions. The participants might come up with some ideas.
Note: Idea found in the Health curriculum in Healthwise 1 (page 68) as an individual activity.
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True or False?
True or False?
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Question 1: Question 2:
What should you consider when What is the best style of
making decisions around sex and communication to use when making
sexual limits? decisions about sexual limits and
a. Your values boundaries?
b. Your friends a. Assertive
c. Your family b. Passive
d. All of the above c. Aggressive
Question 3: Question 4:
Which of the following is NOT an
Name three important qualities of a element of a healthy relationship?
healthy relationship. a. Trust one another
b. One person makes all the
decisions
c. Respect one another
d. Open and honest
communication
Question 5: Question 6: If you do not choose
abstinence, the best protection is:
Name a reason why you may not make a. Pulling out every time
healthy choices when it comes to sex. b. Using a condom and the
morning after pill, just in case
c. Using the hormonal method like
the pill or ring, and a condom
d. Using two condoms instead of
just one
Question 7: Question 8:
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3. Possible answers:
Trust
Respect
Honesty
Loyalty
Open communication
Fun
Caring
4. One person makes all the decisions. When one person in the relationship is
making all the decisions they hold the most power and may be manipulative.
It is best if both of you make decisions together.
5. Possible answers:
Pressure
Alcohol or substance use
Did not think about how you can handle the situation
You are in the “moment”
Poor planning (no condom or birth control)
6. Using the hormonal method like the pill or ring, AND a condom. This is know
as dual protection. Using a hormonal method provides protection from
pregnancy and a condom provides protection from STI and pregnancy.
7. Possible answers:
Family
Friends
Teachers
Counsellors
Coaches
Parents
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Healthy Relationships Resource Kit
8. Possible answers:
Jealousy
Abuse
Obsession
Manipulation
Dishonesty
Possessiveness
Lies
Fear
Some of these characteristics are easier to spot than others such as
physical abuse. Listen to your instincts and talk with people you trust
regarding maintaining a relationship and making wise decisions. If abuse
is involved, it is time for the relationship to end.
9. Assertive communication, active listening and negotiation skills. These are all
very important skills to have when making decisions about sexual activities
with a partner.
11. All of the above. Relationship abuse comes in many forms, some are easier
to stop than others. The person being abused may not be able to identify the
abuse but their behaviour nay show signs. Avoiding friends is a way of hiding
the abuse from the people who care about you.
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Healthy Relationships Resource Kit
John is a good student who has always enjoyed school. He has always
maintained good working relationships with teachers and has felt able to ask for
help and advise when appropriate. Recently, John has felt that his math teacher
has been treating him unfairly during class by questioning his performance in a
series of tests. In fact, John would go as far to say that the teacher has been
making fun of him.
Maya and Leticia consider themselves best friends. Recently, Maya has noticed
that Leticia has been losing a lot of weight. She sees Leticia passing on food and
has heard her claiming that she is “fat” to other friends. Maya is now very
concerned for her friend but is not sure how Leticia will react if she raises the
subject.
Joe lent Craig some money 6 weeks ago. He has not asked for the money back
but knows that Craig started a new part-time job 3 weeks ago and feels he
should now have the cash to repay him.
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Healthy Relationships Resource Kit
Jordan is keen to take a year off from study to travel and work in Europe before
attending college. He believes that his parents will see this as a waste of time
and money and has decided to approach them with his idea.
Amanda has known Joanne since 3rd grade. She has covered for Joanne several
times, saying that they are having a sleep-over when in fact Joanne has been
staying with her boyfriend. Amanda no longer wants to lie and feels used in this
situation.
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The guy who sits behind you in Math has been bothering you all semester. He
runs his fingers down your back and across your shoulders everyday. It makes
you very uncomfortable and he doesn’t respond when you ask him to stop. Your
friends think it is kind of funny.
The boy whose locker is next to yours is being picked on by a group of popular
kids. The bullying is getting worse each week and the boy is now being shoved,
hit and verbally abused several times a day. No one seems to be helping him.
You have told your best friend about a girl you like. Several days later you see
him flirting and laughing with her in the hall.
You have been 25 pounds overweight for a couple of years. For the last 6
months you have been following a sensible eating plan and exercising regularly.
It has been hard work, but so far you have lost 10 pounds. You overhear
someone at school comment on your cute face, but big body and are devastated.
Ashley and Nick are on a date and are having a very nice time. At the end of the
date, Nick is pressuring Ashley into having sex. Ashley likes Nick but doesn’t
want to have sex with him at this point in their relationship.
You and a boy at school like each other and would like to go to the movies
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together as a date. You know that your parents won’t permit you to date yet, but
you really want to be with the boy.
You could ask your parents if you could go in the date, or you could tell your
parents that you are gong with a group and just meet the boy at the movies, or
you could stay home and tell the boy that you are not allowed to date.
Your friend and her family are out of town on vacation. You have a key to their
home and are taking care of the dog. While you are at their home, kids from the
neighbourhood stop by and start playing around the house. The next thing you
know it’s a party. Alcohol is being consumed and vandalism is occurring. You
have lost control of the situation.
It has always bugged you when classmates use terms like “gay” and “retarded”
when describing something they don’t want to do or don’t like. You hear more
kids using these terms all the time.
Your best friend asks for answers in a test that he/she didn’t have time to study
for. You are against cheating and are afraid that you will get caught and get an F
on the test, however you also don’t want to lose the friendship.
Adapted from The Choice is Yours! Life`s Situations for Teens, J&B Products Inc (2004).
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Family Circle
Description: Conflicts between parents and teenagers start for a variety of
reasons.
Directions:
1. Divide the class into eight groups and ask the group members to sit in a
circle.
2. Have one group member choose s Family Circle Card, then return to his or
her group. Tell the group members the topic that was chosen.
3. Tell students they have 5 minutes to write down as many examples of conflict
for the given category that they can think or (ex:: for the category of
appearance, students might write parents hate my long hair, parents don’t like
boys wearing earrings, teens want to wear jeans with holes in them to school
and parents disapprove).
4. When all groups have completed the task, have each group tell which
category was chosen and give their examples.
5. Next, discuss the nature of these conflicts and ask students for ideas for
resolving conflicts. Choose the best strategies and write them on the board.
Adapted from Just for the Health of It! Health Curriculum Activities, The Centre for Applied
Research in Education. www.phdirect.com.
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Conflict Conflict
Conflict Conflict
Conflict Conflict
Conflict Conflict
Adapted from Just for the Health of It! Health Curriculum Activities, The Centre for Applied
Research in Education. www.phdirect.com
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Objectives:
To identify characteristics of a “healthy” relationship
To recognize warning signs of an “unhealthy” relationship
To develop an understanding of the differences between healthy and
unhealthy relationships
Materials and Preparation: Prepare a set of index cards, each containing one
of the “Love Is…Love Isn’t” words listed in this activity. The words should be as
large as possible, and either typed or printed clearly. If you will be doing this
activity with more than one group, it is a good idea to laminate the cards for
future use.
Prepare two signs: “Healthy” and “Unhealthy”. Alternatively, you may use two
signs with symbols indicating “thumbs up” and “thumbs down”. Before beginning
this activity, post the two signs on the wall. The “Love Is…Love Isn’t” words will
be posted under each of these two signs, so make sure that you leave enough
space. Place strips of masking tape or two-sided tape under each sign. Also
place a couple of strips of tape in between the two signs, to indicate a space for
words that cause difficulties or that could belong on either side.
Time: 20 to 40 minutes
What To Do: Distribute the words to the participants. (It is okay if they are not
able to read the cards.) it is okay if some participants receive more cards than
others. One at a time, participants will hold up a card to be read aloud either by
you or by a volunteer. The group will then discuss whether the word on the card
is or is not a characteristic of a healthy relationship. Once the group had reached
a decision, the cardholder then sticks the word under the appropriate heading
(either “Healthy”, “Unhealthy”, or in between).
Adapted from Knowing Where You Stand Resource Guide. Planned Parenthood Frederiscton
www.fredericton.ppfc.ca.
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Freedom Self
Openness Touching
Boss Independence
Compromise Responsibility
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Pleasure Commitment
Trust Sharing
Communication Threats
Violence Friendship
Truth Respect
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Scoring Control
Promise Honesty
Obsession Manipulation
Giving Up
Intimidation Yourself
Pain Caring
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Proving
Sex Yourself
Cruelty Closeness
Recognizing
Jealousy Differences
Adapted from Knowing Where You Stand Resource Guide. Planned Parenthood Frederiscton
www.fredericton.ppfc.ca.
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Self – A person should not lose their “self” when they enter into a relationship.
Really, a relationship should be thought of as being made up of two individual
persons or “selves”. Each person should maintain their self and their identity as
an individual.
Openness – In a healthy relationship, partners are open with each other. They
feel comfortable talking, and sharing their feelings and ideas. At the same time, it
is important that each person still have their privacy. Openness goes along with
trust… if you do not trust someone, you will not feel safe iin being open and
sharing your thoughts and feelings.
For touching to feel good and to feel safe within a relationship, it is very important
for partners to communicate and to share their feelings and ideas around
physical contact. Each person should decide for themselves who will be allowed
to touch their bodies, as well as when, where and how other people will be
allowed to touch their bodies. It is also very important for people to talk with and
listen to their partner, to make sure that their partner is comfortable with touching.
Some people are not comfortable talking about bodies and touching. How can
you tell whether your partner is comfortable with certain kinds of touching?
People can say “No” in many ways… sometimes they may shake their head,
sometimes they may say things like “I’m not sure about this…” or “I don’t know if I
really want to do this”, sometimes they may try to push you away, or avoid you by
sitting out of reach, or maybe even start to cry. It is very important to be clear that
both partners are comfortable with any touching that takes place.
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In an unhealthy relationship, one person may always get their own way, and the
other person may always give up what they want. If one person always wants to
go to movies, and the other always want s to go bowling, and the couple always
goes bowling, how would the person who enjoys going to the movies feel? It is
important for both people in a healthy relationship to work together to reach
decision that make both people as happy as possible.
Hard Work – Relationships are hard work. Often, movies and television shows
will portray people falling in love and living happily ever after. As a result, some
people have misconceptions about the amount of hard work involved in
developing and maintaining a healthy relationship. At the same time, if a couple
constantly has to work very hard to keep the relationship going, they need to
decide whether it is worth the effort.
Fear – Fear is not a good thing in a relationship. If you are afraid of your partner,
you need to tell someone. You should not constantly fear that you will lose your
partner, or that they will stop loving you.
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Sharing – There are all kinds of things that people can share in healthy
relationships: feelings, ideas, food, activities, experiences…
Threats – Threats are never okay in a relationship. If your partner threatens you,
you need to tell someone and to get help. Your partner may also threaten to hurt
your pets, or other people that you love. Your partner may also tell you that they
can not live without you and that if you leave them, they will hurt or even kill
themselves. If this happens, it is very important for you to talk to someone and to
get help.
Violence – There should not be any violence in a relationship. If your partner hits
you, slaps you, punches you, kicks you, bites you or hurts you in any way, you
need to get help. It is very important for you to talk to someone, even if your
partner apologizes for their behaviour.
Friendship – The person that you are in a relationship with needs to be a friend.
They need to be somebody that you like, and that you enjoy spending time with.
If you don’t like the person you are in a relationship with, then you need to think
about your reasons for being in the relationship.
Respect – It is very important for partners to treat each other with respect. What
does respect mean? How do you know if your partner is treating you with
respect? What does respect look like? What does disrespect look like?
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and spy on them or do crazy and dangerous things to get their attention. It is
good to have strong feelings about your partner, but it is not okay to be obsessed
with them.
Sometimes, partners help each other through painful or difficult situations, such
as a death in the family. Sometimes, you may feel sad or angry about certain
aspects of your relationship, like when you have a disagreement. It becomes a
problem when you often or always feel sad or angry around your partner.
Caring – In a healthy relationship, the two partners care for each other.
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sex. Some very healthy relationships don’t involve sex at all. And some very
healthy relationships involve sexual activities.
If two people in a relationship choose to have sex, and both feel comfortable and
safe, and are able to communicate about their bodies and feelings, and have
talked about the potential consequences of having sex, and have informed
themselves about “safer” sex and have chosen to take appropriate precautions,
then sex can be healthy.
Proving Yourself – When you are in a healthy relationship, you should not
always have to prove yourself. It is unhealthy, for example, for a person to keep
telling their partner that they have to prove that they love them. In a healthy
relationship, people tell each other how they feel, and they believe each other.
Cruelty – Cruelty is never okay in a relationship. It is not okay for you to be cruel
to your partner. If your partner is cruel to you, it is important that you talk to
somebody, and get help.
Sometimes people blame jealousy when they get into fights. For example, a
person may punch somebody for talking to their partner. This is not okay. While
the feeling of jealousy may be normal and okay, people still need to be
responsible for their own acetones when they feel jealous.
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Expecting all of your needs to be met – Expecting your partner to meet ALL of
your needs is not healthy or realistic. Your partner should help you to meet some
of your needs. There are lots of other people in your life who can help you to
meet your needs. It is very important to maintain friendships and activities
outside of your relationship, and not rely solely on your partner to meet all of your
needs.
Adapted from Knowing Where You Stand Resource Guide. Planned Parenthood Frederiscton
www.fredericton.ppfc.ca.
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3. Tell teens that the host will make a statement about teen
relationship abuse or domestic violence, and the teams will
be given thirty seconds to discuss with their teammates and
decide whether the statement is a myth or a fact.
(Facilitators may need to review the meaning of the work
myth)
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Adapted from The Teen Relationship Workbook. Wellness Reproductions and Publishing (2001).
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Most people will end a relationship if People abuse their partners because
their boyfriend or girlfriend hits them. they can’t control their anger.
Adapted from The Teen Relationship Workbook. Wellness Reproductions and Publishing (2001).
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Myth or Fact?
1. M
FACT: As many as one-third of all high school and college-age young people
experience violence in an intimate or dating relationship. Physical abuse is as
common among high school and college-age couples as married couples.
2. M
FACT: Domestic violence is the number one cause of injury to women between
the ages of 15-44 in the U.S. – more than car accidents, muggings and rapes
combined. Of the women murdered each year in the U.S., 30% are killed by their
current or former husband or boyfriend.
3. F
FACT: About 95% of known victims of relationship violence are females abused
by their male partners.
4. F
FACT: 50% of men who frequently abuse their wives also frequently abuse their
children. A child who lives in a family where there is violence between parents is
15 times more likely to be abused.
5. M
FACT: Nearly 80% of girls who have been physically abused in their intimate
relationships continue to date their abuser after the onset of violence.
6. M
FACT: People who abuse are usually not out of control. They do it to gain power
and control over the other person. They often use a series of tactics besides
violence, including threats, intimidation, psychological abuse and isolation to
control their partners.
7. F
FACT: men who have witnessed violence between parents are three times more
likely to abuse their own wives and children than children of non-violent parents.
The sons of the most violent parents are 1000 times more likely to become
batterers.
8. M
FACT: there are many very complicated reasons why it’s difficult for a person to
leave an abusive partner. One very common reason is fear – women who leave
their abusers are at a 75% greater chance of being killed by the abuser than
those who stay.
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9. M
FACT: About 80% of rapes and sexual assaults are committed by a partner,
friend or acquaintance of the victim.
10. F
FACT: Pregnant women are especially at risk for abuse. It is estimated that more
than one-third of pregnant women are abused. It is common for physical abuse to
begin or escalate during pregnancy.
11. M
FACT: Women of all races are equally likely to be abused by a partner.
12. F
FACT: Most people who are abused blame themselves for causing the violence.
However, the fact is that NO ONE is ever to blame for another person’s violence
– violence is always a choice, and the responsibility is 100% with the person who
is violent.
Adapted from The Teen Relationship Workbook. Wellness Reproductions and Publishing (2001).
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Solution Ball
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These Activity Guides provide facilitators with everything they need to run a
strengths-based program and create a safe space to address risky behaviors,
build on protective factors, and improve relationships. The user-friendly guides
contain all of the tools a group leader would need with step-by-step instructions
on leading discussions and creative activities. Easily adaptable to your own
unique setting.
Friendship - Ages 9-14. 8-Week Program. Groundbreaking kit those shores girls up
with strong interpersonal skills & knocks down the barriers to pride, confidence, &
empathy. Confronts exclusion, intolerance, & feuding.
Being A Girl - Ages 11-13. 8-Week Program. Introduces girls to the positive
experience of a support circle addressing topics such as "Growing Up Female," "Growth
and Self-Care," & "Female Role Models." Great kit for middle-school girls new to support
groups.
Who I Am - Ages 14-18. 8-Week Program. Works with girls to examine identity,
assertiveness skills, & goal setting through role-play, mandala-making, relationship to
music, & more. Excellent program that is well received by high school girls.
Wise & Well Activity Guide - 8-Weeks Girls 12-18. Addresses 21st Century challenges
such as cyberbullying, social networking, binge drinking, marijuana use, the stigma of
mental health and more.
Mind, Body, Spirit - Ages 12-18. 12-Week Program. This excellent prevention kit
addresses alcohol, tobacco, & drug decision making as well as healthy sexuality,
promoting abstinence &/or reduction to high-risk behaviors by exploring the realities of
risk and the power of self-care.
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Body Image - Ages 12+. 8-Week Program. Helps girls examine the cultural messages
& personal beliefs that influence body image.
Paths to the Future - Ages 12+. 12-Week Program. Skills building support circle for
use with high-risk or court- involved girls. Examines beliefs about friendships, trust,
authority figures, mother/daughter relationships, sexuality, dating violence, HIV, drug
abuse, stress & goal-setting.
Mother Daughter Circle - Ages 11+. 8-Week Program. In “Heart of the Matter”
mothers or female caregivers & their daughters join together in combined & age-
appropriate groups to promote empathy, communication skills, stress reduction, setting
limits & honoring boundaries, and more. Co-Facilitation recommended.
My Family, My Self, Activity Guide - 8-Weeks Girls 12-18. This essential guide gets at
the critical importance of girls’ development within the context of their family
relationships & offers girls the opportunity to safely & respectfully acknowledge & explore
the many gifts & challenges of growing up within the family unit.
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References/Sources
Some of the activities included in this Resource Kit were adapted from the
Healthy Relationships Resource Kit Eastern Health, Health Promotion Division
(2010). The following websites and sources were used to compile activities for
this Resource Kit.:
The Choice is Yours! Life`s Situations for Teens, J&B Products Inc (2004).
Self-Esteem and Life Skills Too! (S.E.A.L.S. II), Wellness Reproductions &
Publishing (1996). http://wellness-resources.com
Just for the Health of It! Health Curriculum Activities,The Centre for Applied
Research in Education.www.phdirect.com
Other Websites
o www.crayola.com
o www.randomactsofkindness.org
o www.dltk-cards.com
o www.businessballs.com/fantasticat.htm
o www.susankramer.com/friendshipqualities.html
o www.mindyourmind.ca
o www.kidshealth.org
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